A experiência docente e o Robô Selvagem: notas sobre o ensino de arte e o currículo oculto

Abstract

This research investigates the hidden curriculum in Visual Arts education, analyzing its influence on teacher training and pedagogical practice through a phenomenological approach. The objective is to understand how implicit elements of the school environment shape the teaching experience and aesthetic mediation with students. The methodology was based on qualitative research with an interpretative analysis of the audiovisual work The Wild Robot, articulating its narrative with philosophical concepts. Three stages were carried out: a theoretical review on hidden curriculum and phenomenology, a metaphorical analysis of the film, and the development of an educational proposal. The results showed that the character Roz symbolizes the teacher in a rigid pedagogical system, while other elements of the film represent the sensitive dimension of learning. It was found that aesthetic experiences reveal hidden aspects of the curriculum, influencing ethics and aesthetics in student training. The final proposal encourages teaching practices centered on listening, dialogue, and openness to the unexpected, reinforcing the collective construction of knowledge. It was concluded that recognizing the hidden curriculum enables a more critical and contextualized art education.